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1.
Social robots disruptive artificial intelligence educational technology : pre-service teachers’ perceptions in China, Russia and Slovenia
Andreja Istenič, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Alexeyevna Valeeva, Xuesong Zhai, 2026, izvirni znanstveni članek

Opis: Artificial intelligence transforms human learning and education. Social robots in the elementary classroom enter the human sphere in the critical period of child’s development. Social robotic educational technology, designed for long-term emotional connections and relationships, raises questions in the pedagogic relations and interaction. Research on teacher perceptions and readiness is deficient. This paper reports analyses of aspects of child-social robot interaction are of concern to pre-service teachers from China, Russia and Slovenia. Findings indicate that at the heart of participating pre-service teachers in China, Russia and Slovania concerns are authenticity and humanness. Our findings show their concerns are mainly rooted in the belief that the robot shouldnot acquire the ability to perform authentic interactions nor should undertake a teaching roles. There is a widespread agreement among participants from three cultural contexts that teachers remain essential in educational contexts. In contrast, concerns related to social Interaction indicate notable group differences. The article highlights the teacher’s responsible planning and use of artificial intelligence educational technology.
Ključne besede: pre-service teachers, artificial intelligence, social robot, humanoid robot, anthropomorphic robot, educational technology, concerns scale, China, Russia, Slovenia
Objavljeno v RUP: 16.03.2026; Ogledov: 776; Prenosov: 7
.pdf Celotno besedilo (453,42 KB)
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2.
Integrating AI-driven wearable metaverse technologies into ubiquitous blended learning : a framework based on embodied interaction and multi-agent collaboration
Jiaqi Xu, Xuesong Zhai, Nian-Shing Chen, Usman Ghani, Andreja Istenič, Junyi Xin, 2025, izvirni znanstveni članek

Opis: Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory experiences and adaptable learning environments that transcend the constraints of conventional ubiquitous learning. This research proposes a novel framework for ubiquitous blended learning in the wearable metaverse, aiming to address critical challenges, such as multi-source data fusion, effective human–computer collaboration, and efficient rendering on resource-constrained wearable devices, through the integration of embodied interaction and multi-agent collaboration. This framework leverages a real-time multi-modal data analysis architecture, powered by the MobileNetV4 and xLSTM neural networks, to facilitate the dynamic understanding of the learner’s context and environment. Furthermore, we introduced a multi-agent interaction model, utilizing CrewAI and spatio-temporal graph neural networks, to orchestrate collaborative learning experiences and provide personalized guidance. Finally, we incorporated lightweight SLAM algorithms, augmented using visual perception techniques, to enable accurate spatial awareness and seamless navigation within the metaverse environment. This innovative framework aims to create immersive, scalable, and cost-effective learning spaces within the wearable metaverse.
Ključne besede: metaverse, embodied interaction, wearable, multi-agent, artificial intelligence, ubiquitous blended learning
Objavljeno v RUP: 17.07.2025; Ogledov: 1640; Prenosov: 17
.pdf Celotno besedilo (1,60 MB)
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